剑桥版六年级上册英语全册电子教案:

Starter unit A plan for the new school year第1课时教学设计 【内容来源】Join In三起点（2013年版）六上 Starter unit 【主 题】part1,2 【课 时】第1课时 一、教学目标(Teaching aims) 1. 能听懂、理解文本，并对句子做出相应判断。

2. 能读懂内容，并与朋友讨论自己的新学期计划。

二、教学重难点(Teaching points and difficulties) 复习现在一般过去时与一般将来时的构成。

三、教学准备(Teaching preparation) 课件、音频、图片（教师可以在优教平台直接调用或下载） 四、教学过程 Step 1: Review 师生自由对话，交流暑假生活（最好能提前通知学生准备几张假期生活的照片），How was your summer holiday? 与学生一起分享美好的暑假。接着老师问Have you got a plan for year 6? 引出本节课话题。

Step 2: Presentation 老师提出问题：How was Mark’s summer holiday? 学生带着问题听录音，找出问题的答案。

学生打开课本到第2页，自主阅读文章后完成练习，然后全班核对答案，并请做对的同学说出理由。

老师播放录音，学生听录音逐句跟读，进一步理解对话内容。

老师选出一名学生示范对话，然后小组活动，请学生根据自己的假期活动两人一组练习，并选出1—2组进行展示，老师适时给予指导及评价。

录音稿: Linda: Hello, Mark! Mark: Hi, Linda. It’s good to see you again. Linda: You’re looking well! How was your summer holiday? Mark: It was great! I was with my grandparents on the farm. It was green and pretty there. And there were many fruit trees and birds. It was so beautiful! How about you, Linda? Linda: Er, it was OK. I was at home, in Foshan City. Mm, have you got a plan for Year 6? Mark: No, I haven’t. What are you going to do in Year 6? Linda: I＇m going to work harder at English. Mark: Me, too. I will do more listening and reading. 答案：
1.T 2.T 3.T 4. F 5. T 6. T 老师借助课件、图片等多种形式谈论自己的新学期计划，帮助学生初步感 知、理解计划书的内容，然后根据自己的实际情况制订一份新学期计划。

学生打开课本到第3页，自主阅读。

四人小组活动，学生在组内逐个谈论自己的新学期计划，其余学生给予评价,如：Drink more water. It’s a good idea. Play computer games. It’s bad for your health. 并选出2—3名学生在全班介绍自己的新学期计划，老师适时给予指导及评价。

录音稿：
Eat healthy food and eat better Drink more water Exercise more Laugh more often Enjoy life Get good grades Learn something new Study often Read more books Watch less television Play fewer games. Take a trip Get along better with people Make new friends Spend more time with family and friends Help others Step3: Homework 1. 登陆优教同步学习网，听课本第2页1部分录音3遍。

2. 读英语故事书10-20分钟。

3. 制定一份新学期计划。

【板书设计】 Starter unit How was your summer holiday? Have you got a plan for Year 6? What are you going to do in Year 6? Starter unit A plan for the new school year第2课时教学设计 【内容来源】Join In三起点（2013年版）六上 Starter unit 【主 题】part3,4,5a,5b 【课 时】第2课时 一、教学目标(Teaching aims) 1. 能正确理解短语并与图片连线。

2. 能听懂、理解对话内容，并根据关键词给图片标号。

3. 能根据短文内容选出正确的单词完成练习。

二、教学重难点(Teaching points and difficulties) 复习一般过去时与一般将来时的构成。

三、教学准备(Teaching preparation) 课件、音频、图片（教师可以在优教平台直接调用或下载） 四、教学过程 Step 1: Review 教师播放How is the weather？歌曲，巩固天气单词。接着出示一张全国的天气预报图片，找几个代表的城市，What’s the weather like in…? 引导学生复习天气句型。

Step 2: Presentation 学生打开课本到第4页，仔细观察图片，熟悉相关信息。

播放录音，引导学生根据关键词给图片标号，然后核对答案。

老师指向一幅图片，选出一名学生示范对话：
What’s the weather like? / How’s the weather? It’s ... 小组活动，并选出2-3组进行展示，老师适时给予指导和评价。

录音稿：
1. —What’s the weather like in Nanjing? —It’s raining. 2. —What’s the weather like in your place? —Oh, it’s sunny. The sky is clear and blue. 3. —How’s the weather today，Lily? —It’s cloudy. 4. —Hi, Carl. I’ll get to Beijing tomorrow morning. —Oh, great! —How’s the weather there? —It＇s windy and cold. You’ll have to bring your warm clothes. 答案：
2 3 4 1 老师通过PPT出示Toby图片依次呈现get on the bus, get off the bus, put on his shirt, take off his shirt图片，引导学生复习相应短语。

学生打开课本到第4页，仔细观察图片，将图片和短语连线，师生共同核对答案。

两人一组练习，开展双簧游戏，一人说短语，一人做动作。

学生打开课本到第5页，自主阅读短文，初步了解文章大意。

学生根据自己的理解用铅笔将左右两边的单词填在横线上，完成5b部分的填空。

要求学生填完后再次阅读文章，检查答案。

播放录音，学生根据录音内容自查后，师生共同核对答案。

播放录音数遍，要求学生逐句跟读句子，并采取多种形式朗读短文，如全班齐读、小组读、个人展示读等，老师适时给予评价。

5b录音稿：
My best friend is Kate Lee. She likes to watch lots of TV. At quarter past five she turns on the TV. She wants to see Kevin Dee, her favourite TV star. Kevin says on TV, “I love these sweets, ’’ and he eats and eats and eats. So Kate Lee also wants to have sweets very much, and she goes out and buys lots of sweets. Then she eats and eats and eats. Soon she cries out, “Oh, my tummy, my tummy!” Then she never eats them again. Kate Lee says to me, “I hate these sweets and Kevin Dee.” 5a答案：
friend, watch, turns on, wants, favourite, love, have, buys, never, hate Step3: Homework 1. 登陆优教同步学习网，听课本第5页5b部分录音3遍。

2. 读英语故事书10-20分钟。

【板书设计】 Starter unit What’s the weather like in …? It’s… get on the bus get off the bus put on his shirt take off his shirt Starter unit A plan for the new school year第3课时教学设计 【内容来源】Join In三起点（2013年版）六上 Starter unit 【主 题】part6,7,8 【课 时】第3课时 一、教学目标(Teaching aims) 1. 能读懂、理解句子，并在地图上标上相应的序号。

2. 能读懂对话，并在地图上标上相应的序号。

3. 能读懂句子，并将句子排序，组成对话。

二、教学重难点(Teaching points and difficulties) 复习不同建筑物的位置关系。

三、教学准备(Teaching preparation) 课件、音频、图片（教师可以在优教平台直接调用或下载） 四、教学过程 Step 1: Review 老师呈现一幅街区平面简图，要求学生用所学过的内容描述不同建筑物的位置关系。

Step 2: Presentation 6. Read and fill in the numbers on the map.读一读，写数字。

学生打开课本到第6页，自主阅读句子完成part6地图建筑物标号。

师生共问核对答案，请做对的同学说出理由。

小组活动，引导学生完成地图并进行描述，最后选出2-3组进行展示。

老师运用不同地点的图片帮助学生复习单词。

7. Read and number. Then listen and check.读一读，标序号。听一听，核答案。

学生打开课本到第7页，自主阅读对话，初步感知part7内容。

老师要求学生进一步理解对话，引导学生从对话中找出相关信息并画上横线。

学生根据获得的对话信息在图中找到相应地点并标上序号。

老师播放录音，学生根据录音内容自查，然后全班核对答案。

录音稿：
— Excuse me, where’s the post office? —Go straight ahead. Then turn right. —Thank you. —That’s OK. — Excuse me, where’s the hospital? —Turn left and then left again. It’s on the left side of the street. —Thank you. — Excuse me, where’s the museum? —Go straight ahead. It’s on the left, opposite the park. —Thank you. —That’s all right. —Excuse me, where＇s the cinema? —Turn left and it’s on the right. It’s next to the church. —Thank you. —That’s OK. 答案：
4 3 1 2 8. Make a dialogue. Put the sentences in the correct order. Then listen and check.编对话。写序号，听一听，核答案。

学生打开课本到第7页，自主阅读句子，初步感知内容。

学生独立完成练习，在方框内标上序号，将句子组成一段对话。

老师播放录音，学生根据录音内容自查并全班核对答案。

小组活动，两人一组练习对话并展示。

录音稿：
—Excuse me, where’s the new cinema? —The new cinema? That s easy. It’s opposite the supermarket. —Sorry, but where’s the supermarket? —Turn left, then right. You can see it. —Thank you. Bye-bye. —Bye-bye. 答案：
3 5 1 6 2 4 Step3: Homework 1. 登陆优教同步学习网，听课本第7页7部分录音3遍。

2. 读英语故事书10-20分钟。

【板书设计】 Starter unit Where’s the …? It’s… Unit1 School is great fun! 教学设计 一、教学目标 1. 能听懂并认读课程单词：Chinese, Maths, English, Science, Music, Art, History, PE, Drama, French, Geography, ICT, 并完成英文课程表。

2. 能正确运用句型Which school do you go to? How many pupils are there in your class? How many subjects do you have at school? What is your favourite subject? What do you often do? What do you like doing in English? 等谈论自己的学校生活。

3. 能正确理解、运用句型I like/love doing ... I often…介绍自己并完成相关练习。

4. 能在老师的指导下读懂短文，并完成相关任务。

二、教学建议 1. Answer the questions.答一答。

Step 1 Free Talk：老师与一名学生进行有关school life的自由问答，如：Who’s your English teacher? How is he/she? 等。

Step 2 学生打开课本到第8页，根据课本上的问题进行两人问答，谈论自己的学校生活。

2a. Read about Lake School.读一读。

2b. Listen and read again. Tick True or False.听一听，读一读，勾一勾。

Step l 学生打开课本到第8页，自主阅读短文，整体感知短文内容。

Step 2 在学生阅读完2b的句子后，老师播放录音，学生初步判断句子正误。

Step 3 学生打开课本到第8页，再次阅读短文，根据相关信息自查。

Step 4 全班核对答案，并请做对的同学说出理由，老师适时教授新内容，如：drama, history等。

Step 5 播放录音数遍，学生采用多种形式朗读短文，如男女生读、开火车读、分组 读等，并选出2-3组进行展示，老师适时给予评价。

Step 6 小组活动，要求学生根据课本中的5个问题进行问答，并选出1-2组进行展示，老师适时给予指导及评价。

录音稿：
School is great fun! By Mary Chen I come from China. I go to Lake School on North Island. In our class there are 23 pupils: 12 girls and 11 boys. This year we will have two new subjects, Drama and History. Ms Howard will teach us Drama. I am her fan. Mr Washington will teach us History. We all love sports. Most pupils in our class like pop music. Four boys and two girls have pets. Our classroom is great. We like our teachers. School is great fun! 答案：
1.T 2.F 3.T 4.F 5.F 6.T 3. Listen and learn the words for school subjects.听一听，学一学。

Step l 老师呈现如下课程表，播放录音，学生根据单词的发音及图片初步理解单词的含义。

Monday Tuesday Wednesday Thursday Friday 1st Chinese Maths 2nd English Music 3rd Art French 4th Science ICT 5th History PE 6th Drama Geography Step 2 老师播放录音数遍，选出数名学生当小老师，其余学生跟读并采取多种形式操练，如男女生读、开火车读、分组读等，学习新单词。

Step 3 老师呈现以下课程表，学生根据图片描述周三、周四的课程。

Monday Tuesday Wednesday Thursday Friday 1st Chinese Maths English Maths 2nd English Music Drama Chinese 3rd Art French Music Geography 4th Science ICT Art French 5th History PE ICT Science 6th Drama Geography History PE Step 4要求学生设计周五的课程并完成以上课程表，选出几名学生向全班汇报，其余学生做记录。

Step 5小组活动，引导学生根据完成的课程表用What’s your favourite day/subject? What subject do you like? I like ...等句型讨论自己喜欢的科目，并选出2-3组进行展示。

录音稿：
Chinese Maths English Science Music Art History PE Drama French ICT Geography 4a. Listen and fill in the days.听一听，写一写。

4b. Play the game. Guess what day it is. 玩一玩，猜一猜。

Step l老师出示一张课程表，选出数名学生进行以下对话：What day is it today? What’s your favorite day/subject? What have you got on Monday? Do you like...? Why? Step 2学生打开课本到第10页，仔细观察题目，弄清题意，然后阅读每天的课程。

Step 3老师播放录音，引导学生根据听到的关键词将答案写在方框内。

Step 4 师生共同核对答案，并请做对的同学说出理由。

Step 5老师选出一名学生到讲台上示范，其余学生根据他的描述猜出是哪一天的课程，然后小组活动，并选出几组进行展示。

4a录音稿：
(Kevin and Christine are talking about their timetable.) Kevin: Christine, what have we got tomorrow? Christine: Let me think, tomorrow is Thursday. On Thursday we’ve got PE and then French. I’m not sure about the third lesson. Kevin: It’s Science. Christine: No, I think it’s Maths. Kevin: You＇re right. What＇s your favourite day, Christine? Christine: Tuesday. Kevin: Why’s that? Christine: Because I like Geography and Music. And I love Science. And what’s your favourite day? Kevin: I’ve got two favourite days: Monday and Wednesday. My favourite subject is History and we＇ve got it on Monday and Wednesday. Have we got French homework for tomorrow? Christine: Yes, we have got to learn the new words. 4a答案：
Monday, Wednesday, Thursday, Tuesday, Friday 5. Read and guess. What are their favourite subjects? Then write out the words.读一读，猜一猜，写一写。

Step l 学生打开课本到第11页，仔细观察题目，弄清题意。

Step 2 学生自主阅读，根据每个小朋友的描述，写出3个问题的答案。

Step 3 小组活动，两人一组以问答形式相互交流讨论所回答的内容，师生共同核对答案，老师适时给予指导并强调：I like/love doing…以及第三人称单数表达方式。

Step 4 采用多种形式朗读短文，如全班读、分组读、个人读等。

Step 5 老师示范，呈现不同科目的课本，用相关句型描述自己喜欢的课程，并提出与课程有关的3个问题，引导学生回答。

Step 6 四人小组活动，一人描述自己喜欢的科目，一人提问，其余人回答，并选出数组进行展示，老师适时给予指导和评价。

答案：
Alison –music Jeff-Art Mark-PE Clair-Maths Sue-Chinese Simon-ICT Tom-Science Kate-Drama 6a. Read. Then listen and repeat. 读一读，说一说 6b. Read again. Then complete the sentences. 读一读，完成句子。

Step l 学生打开课本到第12页，自主阅读两段文本，回答问题：What are Sandra and Mario’s favourite subjects? 初步了解大意。

Step 2老师提问：What do they like doing? 然后逐句播放录音，学生跟读并回答问题，进一步了解文章内容。

Step 3学生通过再次阅读短文，完成6b的练习。

Step 4师生共同核对答案，老师引导学生注意第一人称和第三人称的不同表达方式。

Step 5 采用多种形式阅读短文，如全班读、分组读、个人读，再次巩固文本内容。

Step 6 老师示范，仿照文本，描述自己的学校生活，学生根据自己的实际情况进行描述并展示。

6a录音稿：
In my English class there are twelve pupils: eight girls and four boys. Our teacher＇s name is Mrs Blasco. She is a very nice teacher. English is my favourite subject. I like reading stories and listening to cassettes best. This year my favourite day at school is Thursday. We have got History, English, Maths and PE. I like History very much. Our History teacher is very nice. In English, I like singing songs and playing games best. English is great fun! 6b答案：
1. has, her, likes 2. has, his, likes, His, likes, thinks 7a. Read and tell what Mario likes doing in English.读一读，说一说。

7b. Talk in class.谈一谈。

Step 1 老师通过问题What can we do in English? 引导学生回答：We can sing songs, work in groups, practise dialogues, learn new words, say chants, read stories, watch cartoons, act in plays…并适时板书、教授主要短语。

Step 2 学生打开课本到第13页，带着问题What does Mario like doing in English?自主阅读句子并回答，老师引导学生注意I like doing…的用法以及第三人称的表达方式。

Step 3 采用多种形式阅读短文，如全班读、分组读、个人读。

Step 4 三人小组活动，一人提问：What do you like doing in English? 一人回答， 另一人用第三人称转述。

8. Write your own timetable in English.写一写。

Step l 学生打开课本到第13页，仔细观察题目，弄清题意。

Step 2 学生根据班级课程表完成表格，师生共同核对答案。

Step 3 引导学生用句型来描述课程表，如：On Monday, we’ve got... I love ... I like …I often…然后选出数名学生进行展示。

补充练习答案：
1. In, there, pupils, and, This, teacher, our, pop music, comics, collect, Four, pets, is, we, English 2. Betty doesn’t like listening to music. Jim doesn’t like writing texts. Bob likes using the computer. Ann likes reading stories. Unit2 Big cities教学设计 一、教学目标 1. 能听懂the Great Wall, the Palace Museum, Tower Bridge, the London Eye, the White House, the Smithsonian Castle，指认图片，并能根据图片认读短语。

2. 能正确运用take the first/second/third left/right等表达方式指路，并能听懂、理解关于问路的表达方式。

3. 能听懂、理解并朗读不同城市、国家的小短文并完成相关练习。

4. 能了解明信片的正确书写格式。

5. 能了解不同国家和城市的相关背景知识。

二、教学建议 1a. Listen and point.听一听，指一指。

1b. Listen and match.听一听，连一连。

1c. Listen and read.听一听，读一读。

Step 1 老师以视听形式呈现1a的内容数遍，如展示景点的图片并同步播放景点名称的录音。

Step 2 学生打开课本到第14页，观察题目，弄清题意，然后老师播放录音，学生完成1a的任务，并适时学习六个景点名称。

Step 3 播放1b录音，学生完成1b的连线练习，师生共同核对答案。然后老师引导学生采取不同方式朗读三个句子，并适时教授capital，Washington DC, US, UK 等相关内容。

Step 4 老师逐句播放录音数遍，学生跟读并学习culture, popular等相关内容。

Step 5 采取多种文本朗读文本，如全班读，分组读，个人读等，老师适时给予指导。

Step 6 老师播放没有声音的1a图片示范描述，引导学生进行练习，再次巩固所学内容。

Step 7 老师呈现不同国家、不同地区的图片，学生尝试描述，老师适时给予评价。

1a录音稿：
the Great Wall the Palace Museum Tower Bridge the London Eye the White House the Smithsonian Castle 1b & 1c录音稿：
Beijing is in the north of China. It is the capital of the country. There are many interesting places in Beijing. The Great Wall and the Palace Museum are the most popular. London is the capital of the UK. The city is full of history and culture. The British Museum, Tower Bridge, Big Ben and the London Eye are great fun to visit! Washington DC is the capital of the US. It is home to the famous White House and the Smithsonian Museums. You can feel the history and culture of the country here. 1b答案：
2 1 3 2. Emma is in London. Match the pictures with the postcards.连一连。

Step l 学生打开课本到第16页，自主阅读，根据三张明信片的主要内容，完成连线练习。

Step 2 师生共同核对答案，请做对的同学说出理由。

Step 3 逐句播放录音数遍，学生跟读并适时学习in the middle of, at the moment等相关内容。

Step 4 采取多种形式朗读文本内容，如全班读、小组读、自由读等，并引导学生总 结出明信片的书写格式。

Step 5学生尝试给自己的好朋友写一张明信片，然后老师选出2-3人进行展示并适时给予评价。

录音稿: Dear Mike, Guess where we are today. We are looking at the Palace. The Queen lives there. She’ s not at home today. Tomorrow we’ll be back in Manchester. Love, Emma Dear Mike, It’s great! There are so many big shops. There are lots and lots of people. Guess where we are at the moment. Love, Emma Dear Mike, I like it here! Today we’re in the middle of London. We’re walking around Hyde Park. It’s so big. Next we are going to Big Ben and Tower Bridge. Love, Emma 3a. Read and learn.读一读，学一学。

3b. Who gets the correct answer? Listen and tick. 听一听，勾一勾。

Step l 老师出示3b的地图，引导学生仔细观察并学习录音中出现的相关地名。

Step 2 老师呈现某人在地图中的不同位置，通过问答形式（Excuse me, how can we get to ...? Excuse me, how can we get to …from here? Go straight ahead, then ... Thank you very much. You’re welcome.)，引导学生复习问路、指路的表达方式。

Step 3 多次变换此人在地图中的位置，老师通过问答形式适时教授take the first/ second/third left/right的表达方式，并引导学生学习及操练。

Step 4 学生打开课本到第17页，自主阅读3a的内容，弄清题意并在3b的地图中找出关键地名，做上记号。

Step 5 播放录音数遍，学生根据关键词完成听力练习。

Step 6 师生共同核对答案，并请做对的学生说出理由。

3b录音稿：
Mum: Excuse me, how can we get to the National Gallery from here? Man: Go straight ahead, then take the first right. Go straight ahead again and then take the third street on the left. Mum: Thank you. Man: That’s OK. Dad: Excuse me, can you tell me the way to the National Gallery? Girl: Go straight ahead, cross Piccadilly Circus into Regent Street. Then take the second street on the right. Dad: Thank you very much. Girl: You’re welcome. Emma: Excuse me, can you tell me the way to the National Gallery? Woman: OK. Take the first left and then the third right. Go straight ahead to Trafalgar Square where the National Gallery is. Emma: Thank you very much. Woman: No problem. 4a. Look at the photo and do the New York quiz. 看一看，测一测。

4b. Read and check.读一读，核答案。

Step l 学生打开课本到第18页，仔细观察4a的图片，老师引导图片说出相关信息，如：This is New York. It’s a big city.等。

Step 2 学生自主阅读5个问题，根据图片及对纽约的了解作出回答，老师巡视并给予指导。

Step 3 学生通过自主阅读4b文本，自查5个问题的答案，然后全班核对，适时学习并了解twin towers, World Trade Centre的相关背景知识。

Step 4老师播放录音，学生逐句跟读，并采取不同形式朗读，如全班读、小组读、 个人读等，老师适时给予指导和评价。

4b录音稿：
New York City is a busy city by the sea in the US. It is also one of the biggest cities in the world. The twin towers in the photo were the tallest buildings in the city. But they were hit by two planes and fell down in 2001. 5a. Listen and read.听一听，读一读。

5b. Read again and then tick True of False.读一读，勾一勾。

Step 1老师播放5a录音，学生通过回答What is the passage about? 初步了解文章大意。

Step 2 老师提问：What do you know about Wuhan from this passage? 再次播放录音，学生逐句跟读，回答问题，进一步了解文章内容。

Step 3学生通过自主阅读短文，完成5b练习，师生共同核对答案，并请做对的同学说出理由。

Step 4采取不同形式朗读短文，如全班读、男女生读、小组读等。

Step 5老师示范仿照文本描述一个城市的特征，学生猜出地名。然后学生尝试描述其他的城市，全班开展游戏。

5a录音稿：
Wuhan is a big city in China. It is a city of rivers. The Changjiang River runs across the city from west to east, and the Han River enters the Changjiang River here. Wuhan is also a city of lakes because there are many lakes in the city. And the East Lake is the biggest. There are many beautiful parks around the lake. 5b答案：
1. True 2. True 3. False 4. False 5. False 补充练习答案: 1. Dear, great, There, shops, lots, people, are, palace, Queen, Love 2. go straight ahead, take the second left, take the first right, turn right, turn left 3. Dialogue 1: Take the first left and then take the next right. The cinema is opposite the bus stop. Dialogue 2: Take the first left and go straight ahead. The post office is on the left. Dialogue 3: Go straight ahead and take the third right. Dialogue 4: Go straight ahead and take the third left. Then go straight ahead and take the second left. Unit3 Festivals教学设计 一、教学目标 1. 能在老师指导下，听懂、理解、朗读小短文并完成相关练习。

2. 能在图片的提示下听懂、理解故事。

3. 能理解并学唱歌曲Halloween song. 4. 能通过阅读知晓万圣节、感恩节等国外节日的相关习俗，并了解中西方文化 差异。

二、教学建议 1. Read the texts about festivals. Then listen and repeat.读一读， 听一听，说一说。

Step l 老师呈现不同节日图片，并提问：What festival is it? When is it? What do we often do on this day?引导学生说出对不同节日的了解。

Step 2 学生打开课本到第20页，自主阅读两段短文，通过回答问题What festivals are they?初步了解文章大意。

Step 3老师提问What do you know about Mid-Autumn Festival and Thanksgiving from the passage? 学生再次阅读短文，找出相关信息回答问题，进一步理解短文内容。

Step 4老师播放录音，学生逐句跟读，借助图片，学习get together, moon cake, turkey等生词和短语。

Step 5学生采用不同形式朗读短文，如全班读、分组读、分段读等。

Step 6老师分别呈现中秋节和感恩节的图片，引导学生描述，并选出几人进行展示，老师给予指导和评价。

Step 7老师示范描述其他节日，其余节日的名称，全班开展游戏。

录音稿：
Mid-Autumn Festival The 15th day of the Chinese lunar August is a very important festival in China. It’s Mid-Autumn Festival. On this day, the moon is full and bright. Families get together and eat moon cakes. People far from home look up at the moon and think about their families. Thanksgiving The fourth Thursday in November is a holiday in the USA. It’s Thanksgiving. On this day, families get together and have a big dinner. People usually eat turkey, sweet potatoes and other vegetables. Many people will meet in the streets and enjoy their holiday together. Everybody has fun! 2. Read the story and find out more about Thanksgiving.读一读，找一找。

Step l 学生打开课本到第21页，仔细观察图片说出节日的名称，并根据自己所学知识谈谈感恩节。

Step 2 老师要求学生通过自主阅读，找出更多感恩节的相关信息，并在全班汇报交流，了解感恩节的来历。

Step 3 播放录音，学生逐句跟读，并适时学习native, build, hunt, wild turkey, plant corn, invite等相关内容。

Step 4 学生采用不同形式朗读故事，如全班读、分组读、男女生读等。

Step 5 引导学生描述感恩节的来历及习俗，并全班展示汇报，老师给予指导与评价。

录音稿：
It is 1620. The Mayflower lands in America. The ship comes from England. The people on the Mayflower are looking for a new home. It is winter. The people from England are cold and hungry. Native Americans help them to build houses. They show them how to hunt for wild turkey. They show them how to catch fish. Later, when it warm again, they show them how to plant corn. The people want to thank the Native Americans and have a big party. They invite the Native Americans. They call their party Thanksgiving. 3a. Listen and read the text.听一听，读一读。

3b. Answer the questions.答一答。

3c. Read the text again. Then put the sentences in the correct order. 读一读，排排序。

Step l 老师播放有关万圣节的各种图片，引导学生自由谈论对于万圣节的了解。

Step 2 老师播放录音，学生通过回答What do the children often do at Halloween?初步感知短文内容。

Step 3 学生打开课本到第22页，带着3b的5个问题自主阅读短文并找出答案。

Step 4 师生共同核对答案，并请做对的同学说出理由，并适时教授dress up, witches, trick or treat等。

Step 5 学生分小组阅读短文，完成3c的排序练习，全班核对答案。

Step 6 采取不同形式朗读短文，如全班读、分小组读、男女生读等。

Step 7 老师引导学生根据所学内容描述万圣节的相关习俗，并请2-3名学生汇报，老师给予指导与评价。

3a录音稿：
Halloween On 31st October, children in Britain and the USA dress up as witches, monsters or ghosts. They go from house to house and ring the door bell. When the door opens, they call out, “Trick or treat.” Most people give the children a treat, often chocolates or other sweets. Some people don’t give the children anything. Then the children play a trick. They come back, ring the door bell again and run away. 3b答案：
1. Halloween is on 31st October. 2. The children dress up as witches, monsters or ghosts. 3. They go from house to house and ring the doorbell. 4. When the door opens, they call out, “Trick or treat”. 5. Most people give the children a treat, often chocolates or other sweets. 3c答案: 3 4 5 1 2 4. Listen and sing the song.听一听，唱一唱。

Step l学生打开课本到第23页，仔细观察图片，自主阅读对话，通过回答问题 What festival is it? What do you know about it? 为学习歌曲做好铺垫。

Step 2老师播放录音，学生初步感受歌曲旋律及内容。

Step 3老师再次播放录音数遍，学生尝试跟唱歌曲，并重点学习第三段，如老师借助图片和动作帮助学生理解和操练歌词。

Step 4学生再次演唱歌曲，可采用多种形式，如师生对唱、男女生对唱、分组对 唱等。

Step 5老师示范，引导学生创编新歌曲，谈谈其他的节日，并选出2-3组进行展示，老师给予指导和评价。

录音稿：
Halloween song Who’s there? It＇s us. Who’s that? It’s us. The witches, monsters and the ghosts. Give us a treat, (oh, yeah). Give us a treat or We’ll play a trick on you! It’s trick or treat, (oh, yeah). It’s trick or treat, (oh, yeah). It’s trick or treat, or We＇ll get you, too! It’s the last night of October. We knock on every door. But sometimes people lock us out And then they can hear us shout: Give us a treat, (oh, yeah). Give us a treat, (oh, yeah). Give us a treat or We’ll play a trick on you! It’s trick or treat, (oh, yeah). It’s trick or treat, (oh, yeah). It’s trick or treat, or We’ll get you, too! 5. A story—A surprise.故事——一个惊喜。

Step 1老师播放录音，学生通过回答问题：When does the story happen? 初步感知故事内容。

Step 2学生打开课本，小组分角色朗读图片1-5，通过回答问题：What do they get? What are they doing?了解故事起因。

Step 3 学生听图片6~9的录音，回答问题：What do the children find at Mr Pearson’s house? 了解故事的发展，并适时学习strange，ladder等词语。老师再次播放上述部分录音，学生逐句跟读，模仿录音中的语音、语调。

Step 4 学生带着问题How do they help Mr Pearson? 自由朗读图片10-18，了解故事的结局，老师随后继续播放录音，请学生有感情地跟读，老师适时教育学生遇事要冷静机智地想办法解决。

Step 5 全班采取多种形式朗读故事，如全班读、分角色读等。

Step 6 老师引导学生尝试表演故事，并选出2-3组进行展示，老师适时给予指导和评价。

录音稿：
Together: Hi, Emma. Emma: Hi, Sarah. Hi, Mike and Patrick. Together: Ring the door bell, Mike. Mike: OK. Together: Trick or treat. Trick or treat. Woman: Here you are, children. Together: Oh, great! Thank you. (Half an hour later) Sarah: Let me see what you’ve got. Patrick: Chocolates, sweets and lots of peanuts. Emma: Now let’s go to Mr Pearson＇s house. (Five minutes later) : It＇s dark. : There is nobody at home. : Come here! : Look! There is a light on upstairs. : That’s strange. There is a ladder. : And the window upstairs is open. Sarah: What can we do? Patrick: I’ve got Dads mobile phone! Emma: Let’s call the police. Mike: We’re at 29 Bridge Street. There is nobody at home, but there is an open window at the back. And there is a ladder. Policeman: OK. We’ll check it out. (Ten minutes later) Policemen: OK, children. Your names and addresses, please. Policemen: Thank you. Go home now, please. Emma: Look! Policeman: Police! Come down! Mr Pearson: Good evening, officer! I left my key in the house and locked myself out. Together: Oh, it’s Mr Pearson! Policeman: Well done, children. Mr Pearson: Hello, detectives. Have a treat. Together: Thank you, Mr Pearson. 补充练习答案：
1. fourth, holiday, Thanksgiving, members, together, turkey, sweet potatoes, vegetables 2. (1) F (2) F (3) T (4) T (5) F (6) F (7) F (8) T (9) F 3. (1) Ring the door bell. (2) Here you are, children. (3) There’s nobody at home. (4) That’s strange. There’s a ladder. (5) OK. We＇ll check it out. (6) Thank you. Go home now. (7) Police! Come down! (8) Oh, it’s Mr Pearson. (9) Hello, detectives. Have a treat. Unit4 Accidents教学设计 一、教学目标 1. 掌握不规则的动词过去式was, had, broke, went, cut, put, found, came, saw, fell等。

2. 能初步理解和运用过去时的一般疑问句Did he/she...?及其回答。

3. 能根据图片和听到的句子补全对话What’s the matter with you? My ... hurt(s). 并能运用句型交流有关伤痛的信息。

4. 能根据图片，按照故事情节发展给句子排序，并讲述故事。

5. 能借助图片读懂故事Bad luck for Tony，并能够正确朗读和表演。

6. 了解人称代词he和物主代词his的意义与基本用法。

7. 能学唱英语歌曲Take care。

二、教学建议 1. Look, listen and read.看一看，听一听，读一读。

Step l老师利用图片或课件创设情境，引出本单元话题：Accidents，学生理解并学说单词。

Step 2学生打开课本到第32页，仔细观察两幅图片，老师可以用问题引导学生初步理解，如：Who are they? Are they OK? What’s the matter? 等。

Step 3老师播放录音，学生感知短文内容。

Step 4老师再次播放录音，学生在图片的提示下，理解短文内容。老师可以设计一些问题以引导学生深入理解短文，如判断对错。

1. Joel had an accident when he was eight. 2. He broke his head and his left arm. 3. He was in hospital for five weeks. 4. Joseph was on holiday with his parents last year. 5. He cut his hand when he went swimming. 6. His mum put a bandage round his foot. Step 5 师生共同核对答案，老师借助图片和课件帮助学生理解并学说新单词broke, cut, broken, bottle, bandage等。

Step 6老师设计动词原形与过去式配对的活动，帮助学生初步学习不规则动词的过去式：go—went, is/am—was, have—had, break—broke, cut—cut, put—put等。

Step 7 学生自主阅读短文，老师可以设计相应的活动帮助学生巩固短文内容，如：
Choose and fill in the blanks. broke, had, hospital, was, right, bike When Joel _______eight, he_________an accident with his. He_______his leg and his _______arm. He was in_________for four weeks. went, put, cut, parents, bottle Last year Joseph was on holiday with his ________. One day he______ swimming. He _______his foot on a broken ________. His mum ________a bandage round it Step 8 学生在老师的指导下按意群进行朗读。

录音稿：
When I was eight, I had an accident with my bike. I broke my leg and my right arm. I was in hospital for four weeks. Last year I was on holiday with my parents. One day I went swimming. I cut my foot on a broken bottle. My mum put a bandage round it. 2. Fill in “he” or “his”. Then read and check.填一填，读一读，核答案。

Step l老师设计一些活动，帮助学生复习和巩固人称代词、物主代词he/his，she/her 等，如选词填空。

_______ (His/Her) name is Mike. _______ (He/His) is ten year old. _______ (His/Her) name is Fu Xuetong. _______ (He/She) likes reading. Step 2 学生打开课本到第32页，自主阅读小短文，完成填空练习。老师巡视指导。

Step 3 师生共同核对答案。

Step 4 学生大声朗读短文，老师注意引导学生按意群进行朗读。

Step 5老师提问，学生根据第一、二部分的短文内容进行回答，如：
T: Did Joel have an accident when he was eight? Ss: Yes. T: Did he break his left arm? Ss: No. He broke his right arm. Step 6重复以上对话几次，确保学生理解问句，然后引导学生尝试用句子Did he…? 提问。

Step 7采取师生对话、学生对话等多种形式操练对话。

Step 8学生同桌活动，互相问答，交流以上短文内容。

Step 9根据学生的活动情况，请2-3组学生进行展示。

答案：
1. he, his, He, his, his, He 2. his, he, He, his 3a. Look at the pictures. Put the sentences in the correct order.看一看，写序号。

3b. Listen and check.听一听，核答案。

3c. Listen again and read.听一听，读一读。

Step l 利用课件或图片，逐步呈现故事中的场景，引导学生进行预测和想象，如：
What can you see in the picture? What did the children see? What can you see in the picture? What did the children see? What did the children Who did they call? Did the police come quickly? want to do? Who was at the window? What did he want to do? What happened then? 在这个过程中，老师应鼓励学生大胆想象和表达，不要纠正学生的时态错误。

Step 2老师根据学生对于故事的想象和描述进行归纳，伴以体态语对故事进行描 述。学生初步理解故事情节，在这个过程中，体会动词过去式的变化：
break—broke, find—found, come—came, see—saw, fall—fell, call—called, go—went, put—put, want—wanted. Step 3 学生打开课本到33页，在老师的指导下看图，认读句子，将图片和相应的句子配对，并标号。老师可以先示范，根据图片内容，寻找相应的句子标号， 如：
1. The children went to Mr Snow’s house. Step 4 老师播放录音，学生感知故事内容，并自己核对答案。

Step 5 再次播放录音，师生共同核对答案。可以利用课件，将图片和句子配对。

Step 6 第三次播放录音，学生模仿跟读，进一步熟悉故事内容。

Step 7 老师采取不同形式，帮助学生看图复述故事，如根据中心词提示复述故事等。

1.__________went to_________ 2._________ a ladder__________ Step 8 老师示范，看图复述故事，注意引导学生，不一定完全按书上的句子，如：
The children went to a house. There was a ladder in the garden (in front of the house).等等。

Step 9 学生两人一组，指图复述故事。老师巡视指导。

Step 10 根据学生的练习情况，请2-3组学生进行演示。

3b&3c录音稿：
The children went to Mr Snow’s house. They found a ladder in his garden. They called the police. The police came quickly. They put the ladder away. The children and the police saw a man at the window. The man wanted to get down the ladder. He fell from the window. The man broke his right leg. 3a答案：
9 3 1 5 7 2 4 6 8 4. Listen and sing the song. 听一听，唱一唱。

Step l老师播放录音，并利用体态语帮助学生初步感知歌曲内容。

Step 2老师再次播放录音，出示一组课件或图片，帮助学生理解歌曲内容，并利用几组形成对比的图片，帮助学生理解歌曲名Take care，如：小心翼翼地走路和不小心摔跤的；
闯红灯的和遵守交通规则的等。

Step 3分段理解和学习歌曲内容。

第一步：1) 播放歌曲第一、二段，可采取选择正确图片的方式帮助学生理解并请学生学习说歌词，如：Which one is safe? 在核对答案的过程中，引导学生学说：rule，safe, wear your helmet, put on your pads等，并初步了解祈使句：Listen. Take care ... Keep to these rules. Wear ... Don’t forget to…等。

2) 学唱歌曲第一、二段。

第二步：1) 播放歌曲第三、四、五段，采用同样的方法帮助学生理解，并让学生学习说歌词：put on your belt, look left and right in the street, please remember to ...等。

2) 学唱歌曲第三、四、五段。

Step 4第四次播放录音，学生完整地学唱歌曲，并配以简单的动作。

Step 5利用图片或课件呈现生活中的规则，师生共同合作，改编歌曲。

Step 6学生分组活动，自主选择学习任务：演唱歌曲或创编歌曲。

Step 7老师可根据学生的分组活动情况，选出2-3组进行表演和展示，并给予积极的评价。

录音稿：
Take care Listen, everybody To what I have to say. Listen well And keep to these rules. Hey, hey! Take care when you ride your bike. Wear your helmet so that you’re safe. Take care when you roller blade. Don’t forget to put on your pads. Listen, everybody To what I have to say. Listen well And keep to these rules. Hey, hey! There is another thing I want to say. Please remember to put on your belt. When you ride in a car. Oh, yeah! And look left and right in the street. Listen, everybody To what I have to say. Listen well And keep to these rules. Hey, hey! 5. A story—Bad luck for Tony.故事——托尼的坏运气。

Step l老师利用课件或图片，节选故事中的几个场景，引导学生对故事情节进行预测，在这个过程中，充分发挥学生的想象力，老师应给予学生积极的鼓励和评价。如：
Step 2老师播放录音，学生边听边看图片，初步感知故事大意。引导学生说出故事名字Bad luck for Tony。

Step 3老师再次播放录音，引导学生边听边思考，并核对图片排序的结果。

Step 4老师引导学生逐步学习故事。

通过填空、问答等方式帮助学生理解故事第一部分，如：Where does Tony’s family go? What is Tony going to do? What’s the matter with Tony? 等。引导学生在故事中理解和学说单词campsite, blood等。

老师引导学生自己阅读故事第二部分，回答问题，如：What does Tony need? Does the people there help them? Why? Who helps them? Is there a doctor in the village? Where is the doctor? 并有感情地朗读人物对话。老师可采用将人物图片和所说的话连线、判断正误等方式，引导学生理解故事第三部分。

Step 5老师再一次播放录音，学生跟读故事，注意模仿录音中的语音、语调。

Step 6老师设计不同的活动，让学生自主选择，如：1）六人一组，分角色、有感情地读课文；
2）选择故事中的某一个部分，表演故事；
3）在图片和板书的提示下，小组内合作，完整地表演故事。

Step 7 老师选1-2组学生进行展示，并给予积极的评价。

录音稿：
(The Harris family went on holiday.) Attendant: Welcome. Here＇s your key. Mum: This is a lovely campsite. Let’s stay here for a while. Tony: Yes, let’s do that. The beach looks great for snorkelling. (Several days later) Tony: I＇m going down to the beach. Mum: OK. (Half an hour later) Mum: Oh, no! There is blood on your foot. Tony: I cut my foot down at the beach. Dad: Let me see. It’s a deep cut. You need a doctor. Mum: Here is a bandage. Tony: Ouch, that hurts! Dad: Excuse me, is there a doctor in the village? (The people in the village didn’t understand English.) (Finally Tony＇s dad finds a boy and a girl who speak English.) Dad: Excuse me, is there a doctor in the village? Girl: No, there isn＇t, but there is one in the next village. Boy: I can come with you and show you. Dad: That’s very kind. Doctor: Your cut needs or six stitches. It mil hurt. Tony: OK. Tony: Thank you, doctor. Doctor: That’s all right. Was it bad? Tony: Well... Doctor: No swimming for a week, OK? (Tony couldn’t go snorkelling, but he wasn’t unhappy. The boy and the girl often came and played games with him.) (Two weeks later) Girl: Don’t forget to write. Tony: No, I won’t. Boy: See you again next year. 6. Complete the dialogues. Then listen and check.完成对话，听一听，核答案。

Step l 老师利用图片或体态语创设情境，引导学生理解并学习对话：What’s the matter with you? My ... hurt(s).并在情境中操练对话。

Step 2 学生打开课本到第37页，在老师的引导下看图，根据问题What’s the matter with...?回答His/Her...hurt(s). Step 3 学生在图片的提示下，独立完成补全对话的练习。

Step 4 老师播放录音，学生自己核对答案。

Step 5 老师再次播放录音，师生共同核对答案，理解句子：I’ve got earache. I’ve cut my finger. Step 6 学生听录音，跟读对话，模仿语音、语调。

Step 7 学生分角色朗读对话。

Step 8 老师根据学生的学习情况，让学生表演对话，或创设其他情境，创编对话。

录音稿: Doctor: What＇s the matter with you? Sue: My knee hurts. Doctor: What’s the matter with you? Peter: I’ve got earache. Doctor: What’s the matter with you? Liz: My arm hurts. Doctor: What’s the matter with you? Tony: I＇ve cut my finger. 答案：Peter: I’ve got earache. Liz: My arm hurts. Tony: I’ve cut my finger. 7. Read the safety poster. Then design your own safety poster. 读一读，设计海报。

Step l 老师利用图片或课件创设情境，帮助学生理解并学说单词safety。

Step 2 学生打开课本到第37页，在老师的引导和文字的提示下，自己读出poster的内容：Safety is as easy as ABC ... Always be careful.并在老师的带领下重复几次，直到能熟练朗读为止。

Step 3老师示范，引导学生自己设计一个关于安全的海报，可图文并茂，可用如Safety is as important as our eyes.等句子。

Step 4学生互相讨论后，请几位学生试着说说自己的句子。老师应给予积极的鼓励和恰当的指导。

Step 5学生小组合作，设计自己的海报，老师巡视指导。

Step 6老师根据学生的活动情况，请几组学生展示并介绍自己的海报。

补充练习答案：
1. Situation 1: hospital/opposite the park/broken leg/plaster Situation 2: doctor/next to the police station/problem with her arm/bandage 2. I, was, on, holiday, in, broke, my, went, to, the, doctor, put, my, in, plaster 3. Picture 1: 12, 6 Picture 2: 2, 5/7 Picture 3: 3, 10, 1, 4 Picture 4: 9, 7/5 Picture 5: 11, 8 Picture 6: 13 1. 录音稿: Situation 1 Tourist 1: Excuse me, can you tell me the way to the hospital? Woman: The hospital …er …yes. Go straight ahead. It’s not far from here. At the end of this road, on the left. It’s the big yellow building opposite the park. Tourist 1: Straight ahead. The big yellow building on the left, opposite the park. Thanks a lot. Woman: You’re welcome. Tourist 1: How are you now, Philip? Philip: It hurts, Dad. I hope we’ll get to the hospital soon. Tourist 1: It must be here. Careful, Philip. Philip: Ouch. Doctor 1: Good afternoon. What can I do for you? Tourist 1: Good afternoon, doctor. We are on holiday here. This is my son, Philip. Doctor 1: Hello, Philip. Philip: Good afternoon. Doctor 1: What’s the matter with you, Philip? Philip: My leg. I was playing football…and now ... Doctor 1: Let me see. Mm. Philip: Ouch! Doctor 1: Does it hurt a lot? Philip: Yes. Ouch. Doctor 1: That’s OK. It’s broken, I’m afraid. We’ll put it in plaster. And you can’t play football for six weeks. Philip: OK. Thanks, doctor. Situation 2 Tourist 2: Excuse me, is there a doctor in this village? Man: Yes, the doctor’s house is over there. Next to the police station. Doctor 2: Hello, please come in. What can I do for you? Tourist 2: This is my daughter, Susan. She went for a bike ride yesterday evening. And she had a little accident. Now her arm hurts. Doctor 2: Hello, Susan. Susan: Hello, doctor. Doctor 2: Sit down here, please. Mm, yes, I can understand that it hurts. Fortunately your arm isn’t broken. I＇ll put a bandage round it. I think that looks OK now. And here is some medicine for Susan as well. Tourist 2: Thanks, doctor. Doctor 2: Please come back in a week. Tourist 2: Thanks a lot, doctor. Doctor 2: No problem. All the best, Susan. You’ll be OK again soon. Bye now. Susan: Bye-bye. Tourist 2: Bye. Unit5 Animals in danger教学设计 一、教学目标 1. 能运用It is ... It has got... It lives/eats ... Its fur is ...等句型描述动物的信息。

2. 能运用句型Has it got…?Does it live/ eat? Is it…?进行猜测动物的游戏。

3. 能听懂、读懂有关动物信息的短文，完成猜测动物名称、选择正确答案、判断句子正误等活动。

4. 能听懂、读懂有关panda和the South China Tiger的海报，了解它们的生活习性和生存状态，体验爱护动物的情感。

5. 能借助图片读懂故事The kingfishers，能够正确朗读并表演。

二、教学建议 1. Listen, read and guess what animals they are. 听一听，读一读，猜动物。

Groupwork小组活动 Step l 老师利用图片或课件创设情境，如参观动物园，并出示动物身体一部分的图片，引发学生的猜测What animal is it? Step 2 学生听第一段录音，初步感知描述动物特征的语句，猜测What animal is it? 老师用课件展示elephant的图片，并出示文本，学生认读。

Step 3 学生听第二、三、四段录音，猜测录音内容描述的是什么动物。老师利用课件展示cow, polar bear, horse的图片。

Step 4 学生使用句子It has got ... It eats/lives …等来描述elephant, cow, polar bear, horse 的特征。

Step 5老师设计看图填写单词、补充句子等活动，进一步巩固短文内容。如 It has got _________ legs. It eats other ________. Its fur is _________.It lives in the _________. Step 6 播放第五段录音，学生猜测动物并认读文本。老师利用课件进行图片对比,帮助学生理解：It’s smaller than a tiger. Step 7 播放第六段录音，学生再次体会比较级句型：It’s smaller than a sheep. Step 8 学生打开课本到38页，听录音，模仿跟读全文。

Step 9老师将6个动物图片任意摆放在黑板上，请一位学生抽取一张。教师背对学生，运用句型Has it got…? Does it live/eat…? Is it…? 进行猜测。

Step 10 老师板书核心句型：Has it got …? Does it live/eat …? Is it …? Step 11 学生两人小组，运用板书句型开展游戏活动。

Step 12 根据学生的活动情况，请2-3组学生进行展示。

录音稿：
It has got four legs. It has got a long nose. It＇s a very big animal. It lives in Africa and Asia. It has got four legs. It eats grass. It lives on a farm. It gives us milk. It has got four legs. It eats other animals. Its fur is white. It lives in the Arctic. It has got four legs. It eats grass. It lives on a farm. People ride it. It has got four legs. It eats other animals. It’s smaller than a tiger. It lives in Africa and Asia. It has got four legs. It eats grass. It’s smaller than a sheep. Foxes like to eat it. 2. Listen and read. Then choose the best answer.听一听，读一读，选择答案。

Step l 老师出示图片内容并提问：What is it? 并学习单词kingfisher。

Step 2 老师再次播放录音，采取分段听的方式，借助图片或课件，让学生充分理解文本第一部分（前两行）的内容：Kingfishers are beautiful birds. They live in many countries of the world. They eat small fish. Step 3 老师提问：Why are kingfishers in danger? 学生打开课本自读文本第二部分 (第二行及以后），画出答案，并学习新单词：dirty, problem, build, nest, riverbank, change, quiet。

Step 4 学生打开课相第39页，完整阅读短文，独立完成选择练习。师生共同核对答案。

Step 5老师再次播放录音，学生模仿跟读。

录音稿: Kingfishers are beautiful birds. They live in many countries of the world. They eat small fish. Kingfishers are in danger. The water in many rivers is dirty. There are no fish in them, so there is no food for the kingfishers. There is also another problem. Kingfishers build their nests in holes in riverbanks. When people change the rivers and build new riverbanks, there is no quiet place for birds to make holes for their nests. 3. Look at the animals in danger below. Try to find out why they are in danger. 看一看，想一想。

Step l老师播放搜集到的濒危动物的视频或图片，让学生了解濒危动物的生存状况，激发学生保护动物的情感。

Step 2 学生模仿kingfishers的短文，尝试运用所学的句型介绍濒危动物的信息，老师给予积极的评价。

4. A story—The kingfishers. 故事—翠鸟。

Step 1 老师将人物头像呈现在黑板上，并进行介绍：Emma and Mike are good friends. They like animals. In this story, they try to help an animal. What is it? Step 2 老师播放录音，让学生初步感知故事，通过学生的回答引出故事主题：The kingfishers。

Step 3 老师播放第一部分的录音（Pictures 1-3)，学生边听边思考，回答老师的问题，如：Are there any kingfishers this year? Why? Why not? 可以给学生几个选择：A. The water is dirty. B. There are lots of fish in the river. C. They need holes in riverbanks to make nests.学生做出选择，并操练句型：They need holes in riverbanks to make nests. Step 4 老师再次播放第一部分的录音，学生逐句跟读，模仿录音中的语音、语调。

Step 5 老师引导学生，对后面的故事情节进行预测：What do they do? Step 6 老师播放第二部分的录音(Pictures 4-9)，学生初步感知这部分的情节和内容。

Step 7老师再次播放第二部分录音，学生边听边思考，将打乱的图片重新排序，如：
（ ） （ ） （ ） （ ） （ ） （ ） Step 8 学生操练这一部分的重点句型，如：We want to help the kingfishers. Why don’t you come and help us? Let’s make the hole for the nest here. Do you think the kingfishers will come here, Emma? It’s a quiet place. Step 9 学生分角色朗读第二部分。

Step 10 老师播放第三部分的录音（Pictures 10-12)，让学生闭上眼想象听到的场景，注意人物的语音、语调。

Step 11学生跟读第三部分故事，体会Aren’t they sweet? 的语气。

Step 12老师完整播放录音，学生跟读，注意模仿语音、语调。

Step 13小组活动，分角色朗读或表演。请1-2组学生表演。

录音稿：
Fisherman: There are no kingfishers this year. Girls: Why not? Fisherman: I don’t know. The water is OK. There are lots of fish. Emma: Let’s find out about kingfishers on the web. Mike: Good idea! Emma: Ah, here it says how we can help the kingfishers. Mike: Right. They need holes in riverbanks to make nests. Boy: Where are you going? Emma: To the river. We want to help the kingfishers. Emma: Why don’t you come and help us? Boy: No, that’s boring. Girl: See you. Emma: Let’s start digging here. Mike: OK. Emma: Let’s make the hole for the nest here. Mike: All right. (Five hours later) Mike: That was a lot of work. Emma: Yeah. Mike: Do you think the kingfishers will come here, Emma? Emma: I think so. It’s a quiet place. Mike: Let’s not tell anyone. Emma: OK. (Three months later) Boy: Who is that behind the bush? Girl: I think it’s Emma and Mike. Boy: What are you doing here? Emma: Be quiet and have a look. Boy: Wow, baby birds. Emma: Aren’t they sweet? 5. Listen and read the posters.听一听，读读。

Step l 老师利用视频和图片，展示有关熊猫的信息。学生打开课本到第42页，听录音，初步感知有关熊緙的信息，初步感知海报的文本表达形式。

Step 2 老师结合海报教授：bamboo, around the world。

Step 3 老师设计活动，使学生进一步熟悉熊猫的信息，如短文填空。

The panda lives in ______. It eats ________. It has beautiful _______. It is _______ and ______. People around the world love pandas. But they are in great danger. Let’s join in to help them. Step 4 老师再次播放录音，学生逐句跟读并注意句子Let’s join in to help them.的朗读语气。

Step 5 老师出示华南虎的相关视频或图片，鼓励学生模仿熊猫的海报，自己尝试设计一张海报。教师可提供相关句型：It lives…It eats…It has…It is…等。

Step 6 老师播放华南虎的海报录音，让学生体会海报的表达形式。

Step 7 老师再次播放录音，学生跟读。

Step 8 小组活动：选择一个动物，制作海报。老师选出2-3个小组进行展示。

录音稿：
Let’s help pandas! The panda lives in China. It eats bamboo. It has beautiful fur. It is black and white. People around the world love pandas. But they are in great danger. Let’s join in to help them. Save China’s tigers! We all know Toby the Tiger and love him. But do you know the South China Tiger? The South China Tiger lived in many parts of China. But people can only see them in the zoo today. Let’s help to save China’s tigers! 6. Listen and read. Then tick True or False.听一听，读一读，勾一勾。

Step l 老师利用视频和图片，展示有关黑犀牛的信息，学习词汇black rhino。

Step 2 老师播放录音，学生打开课本到第43页，边听边思考：Where does it live? What does it eat? Why is it called black rhino? Why do people kill them? Step 3 学生在短文中理解和学习新单词和句子：It eats fruit and leaves. Black rhinos love mud and they often take baths in the mud. People kill rhinos and sell their horns. Then other people make medicine out of the horns and get a lot of money for it. They say this medicine helps when you are ill, but that is not true. Step 4 学生独立完成阅读判断题，全班核对答案。

Step 5 老师再次播放录音，学生逐句跟读。

录音稿：
The black rhino lives in East Africa. It eats fruit and leaves. The black rhino is not black. It is grey. Why is it called black? Black rhinos love mud and they often take baths in the mud. When they come out, they look black. People kill rhinos and sell their horns. Then other people make medicine out of the horns and get a lot of money for it. They say this medicine helps when you are ill, but that is not true. 答案：
1.T 2.F 3.T 4.T 5.T 7. Look at the pictures. Tell your partner what Li Ping did last Saturday and what he didn’t do. Then change roles. 看一看，说一说。互换角色。

Step l 老师出示图片，学生认读相关的短语，如：went to the zoo, went to the cinema等。

Step 2 老师引导学生介绍图片信息：Yesterday was Saturday. Li Ping didn’t go to the zoo. He went to the cinema ... Step 3 两人一组开展活动，选出2-3组学生进行展示。

补充练习答案 1. Picture 1: no kingfishers, I don’t know, are lots of fish Picture 2: find out, web Picture 3: says how, They need Picture 4: Where are, want to Picture 5: don’t you, boring Picture 6: Let’s make Unit6 Children of our world 教学设计 一、教学目标 1. 能听懂、读懂介绍孩子们信息的描述，完成句子配对、图文配对、填写人名等活动。

2. 能运用want to描述自己想做的事。

3. 能学唱英语歌曲We are the children of this world。

二、教学建议 1a. Listen and read. 听一听，读一读。

1b. Read again and match. Then read the sentences. 读一读，连一连。

Step 1 师生自由对话，如：Where are you from? Where do you live? Have you got any pets? What is it? 等。

Step 2 老师利用图片，引出本单元话题：Children of our world。

Step 3 老师出示图片，介绍人物：Carlos和Ana。

Step 4 老师播放录音，学生打开课本到第44页，填写表格中城市名和国名的信息。

Step 5师生核对表格信息，教授城市名Recife，Tucuman和国家名Brazil, Argentina的发音。

Step 6学生自主阅读第一部分，尝试回答以下问题：
1. When does Carlos get up every day? 2. Does he like his fish? How do you know? Step 7 学生回答问题，找出Carlos最珍贵的东西。老师引导学生通过阅读句子 Before I go to school, I feed my fish. My fish are beautiful. 理解单词 precious的意思，并教授其发音。

Step 8 学生操练句子：They are very precious to me. 老师示范用precious造句，例如：I like reading books. My books are very precious to me. 学生模仿造句， Step 9 学生听录音，齐读第一部分。

Step 10 老师可尝试让学生看图并对照表格内容来进行表述。

Name City Country Precious thing Carlos Recife Brazil fish Step 11 学生阅读第二部分，根据短文内容对以下句子进行判断并改错：
1. Ana and her friends sometimes listen to music in the classroom. 2. CDs are the most precious things to Ana. Step 12 师生核对答案，学生在表格里填写Ana最珍贵的东西。

Step 13 学生听录音，跟读第二部分。

Step 14 学生分小组朗读全文。

Step 15 学生独立完成1b练习，老师巡视并加以指导。

Step 16 师生核对答案，学生大声朗读句子。

Step 17 老师布置作业：1）朗读短文；
2）模仿短文谈谈What is precious to you? 这个话题。老师可利用下节课前2-3分钟检查作业的完成情况。

la录音稿：
I’m Carlos. I live in Recife in Brazil. I get up at half past seven every day. Before I go to school, I feed my fish. My fish are beautiful. They are very precious to me. I’m Ana. I’m from Tucuman, Argentina. I love music. I have lots of CDs. Sometimes some friends come to my place and we listen to my CDs together. That＇s great fun! My CD player is my most precious thing. 2. Read and match. Fill in the numbers. Then listen and check. 读一读，连一连。写数字，听一听，核答案。

Step 1 老师提问: What’s your precious thing? 学生用句型My precious thing(s) is/are...进行回答。

Step 2 学生打开课本到第45页，阅读句子，完成配对练习。

Step 3 老师播放录音，核对答案，引导学生注意前后句子之间的逻辑关系。

Step 4 学生分小组朗读句子。

Step 5 学生两人一组，模仿此部分内容，描述他人最珍贵的东西。老师巡视并加以指导。

Step 6老师挑选2-3组在全班进行展示，并给予积极的评价。

录音稿：
1. Tom’s precious things are his books. He loves reading. 2. Sue’s precious things are her stamps. She has got more than 300. 3. Bill’s precious thing is his TV. He likes watching sports and cartoons. 4. This old watch is precious to Carl. It was his grandfather’s. 5. Lily’s precious thing is her dog. It is so cute! 6. Granny’s precious things are her old photos. She often looks at them and thinks back to the things in the past. 3. Listen to the interviews. Then answer the questions.听一听，答一答。

Step 1 师生自由对话，如：When do you get up? How do you go to school? When does school start? How many subjects do you have at school? What is your favourite subject? What’s the most precious thing for you? 等。

Step 2 老师出示图片，介绍人物Erica和Jeff，并带读人名。

Step 3 老师提出问题，引导学生对人物的信息进行猜测，如：Who loves playing the guitar? 等。

Step 4 老师播放录音，学生整体感知录音内容。

Step 5 老师再次播放录音，学生打开课本到第45页，完成补全句子的练习。

Step 6 师生共同核对答案，学生大声朗读句子，并回答问题：Who loves playing the guitar/...? Step 7 学生分小组谈论Erica和Jeff，老师巡视并加以指导。

Step 8 老师挑选2-3人在全班展示，并给予积极的评价。

录音稿：
Interviewer: Hi. What’s your name? Erica: I’m Erica. Interviewer: Erica, where are you from? Erica: From Limerick, in Ireland. Interviewer: What can you tell listeners about your day, Erica? When do you get up? When does school start? Erica: I get up at half past seven. School starts at nine o’clock. Interviewer: And how do you get to school? Erica: I walk. Interviewer: Alone? Erica: No. With a group of friends. Interviewer: Do you like school? Erica: Yes, I do. Er ... I like the clubs at my school best. Interviewer: The clubs? Erica: Yes. There are four clubs. We have a biology club, a photo club, a dance club and a volleyball club. I＇m a member of the photo club. We meet every Friday from two to four o’clock. Sometimes we walk around in town with our teacher to take photos. I like that. Interviewer: That sounds very interesting. One last question: What’s the most precious thing for you? Erica: The most precious thing? That’s easy. My camera. Interviewer: And what’s your name? Jeff：I’m Jeff. Interviewer: Where are you from, Jeff? Jeff: I’m from London. Interviewer: What’s in this bag, Jeff? A guitar? Jeff: Yes, that’s right. Interviewer: Is it yours? Jeff: It is. I love playing the guitar. Interviewer: Really? How often do you play? Jeff: Every afternoon. I always do my homework first. Then I play the guitar. And sometimes I play with my dad. Interviewer: Does he play the guitar, too? Jeff: No, he plays the piano. And when he has time, we sometimes make music together in the evening when he comes home. Interviewer: Excellent. So your guitar is very important for you, isn’t it? Jeff: Absolutely. I have a dream: One day I want to write my own songs. I want to play in a band and sing my own songs. 4a. Listen and read. Then match the photos with the texts.听一听，读一读，连一连。

4b. Read and fill in the children’s names.读一读，写一写。

Step 1 老师和学生自由对话，如：Where do you live? When do you get up? How do you get to school? What do you often do after school? How many pupils are there in your class? 等。

Step 2 学生打开课本到第46页，听录音，初步感知文本内容，圈出四个孩子的名字，并学说人名Samshaad, Lena, Mark和Jimmy。

Step 3学生阅读第一部分文本，完成以下练习：
1. She gets up at_____ A. seven B. six C. eight 2. She helps her _____in the garden. A. mother B. father C. brother 3. She goes to school______ A. by bus B. on foot C. by bike 4. There are_____ pupils in her class. A. 15 B. 52 C. 25 5. Her precious things are ______ A. chickens B. pony C. books Step 4 师生共同核对答案。

Step 5 老师播放第一部分录音，学生跟读。

Step 6 学生阅读第二部分文本，判断下列句子正误并改错：
1. Lena is 14. 2. She starts work with her father at 7:30. 3. She goes to school by bike. 4. Her family is very poor. 5. Some older boys take her fruit and don’t give her money. 6. She dreams of having her own shop. Step 7 师生共同核对答案，学生大声朗读正确句子。

Step 8 学生两人一组阅读第三、四部分文本：学生A阅读第三部分，学生B阅读第四部分。

Step 9 两人小组相互交流阅读信息。学生A阅读第三部分，学生B可通过以下几个问题来了解学生A所读的内容（以下问题仅供参考，老师可将问题写在黑板上提供给学生进行询问，学生B也可自由发挥），并将询问的信息记录下来：
1. What’s the child’s name? 2. Where is he from? 3. How old is he? 4. When does he get up? 5. Does he go to school? 6. What’s the most precious thing for him? 学生B阅读第四部分，学生A可通过以下几个问题来了解学生B所读的内容：
1. What’s the child’s name? 2. How old is he? 3. Where does he live? 4. How does he go to school? 5. What does he always do in the afternoon? 6. What does he dream of? 7. What’s his most precious thing? Step 10 学生A、学生B将其记录的信息进行整理，在小组内根据记录相互介绍 Mark和Jimmy,老师巡视并加以指导。

Step 11老师挑选3-4人全班展示，并给予积极的评价。

Step 12学生在小组内自由朗读全文，根据内容到相应图片标号。

Step 13学生读4b部分句子，在方框内写下对应孩子的名字。

Step 14 师生共同核对答案。

4a录音稿：
Samshaad is twelve. She lives in India. She gets up at six o’clock in the morning. Then she helps her mother in the garden behind their house. She also feeds the chickens. At eight o’clock she walks to school. In her class there are fifty-two children. Samshaad loves learning. She wants to have a good job when she is older, so school is very important for her. There is no bookshop or library near Samshaad’s home, so her books are precious things. Lena is from Ghana in Africa. She is thirteen. She gets up at five o’clock. Then she starts working with her father. At half past seven Lena gets on her bike. She rides into town. She sells mangoes and bananas in the streets. Sometimes older boys take her fruit and run away. Then Lena is very unhappy. Her family needs the money. Lena has a dream. One day she wants to have her own little shop. Mark is from Western Australia. He is twelve. He lives on a farm. The nearest town is 400 kilometres away, so Mark cannot go to school. Every morning, he gets up at eight o’clock. His lessons on TV start at nine. Mark learns the same things as the children in town. Once a month, his teacher comes to the farm and studies with him. Mark helps his father a lot on the farm. Mark has his own horse called Sprinter. In the afternoon he often rides around the farm. He loves his horse very much. Jimmy is twelve. He is American. He lives in Honolulu, Hawaii. His parents came to Hawaii from China fourteen years ago. Jimmy was born in Hawaii. He gets up at half past seven. School starts at nine. He goes to school by bus. In the afternoon he always plays soccer. He is in the boys’ team at his school. Jimmy dreams of playing in the American national team one day. His most precious is a football with the signature of a famous American player. 4b答案: 1. Mark 2. Lena 3. Jimmy 4. Samshaad 5a. Listen and sing the song. 听一听，唱一唱。

5b. Listen and repeat the sentences. 听一听，读一读。

Step 1 老师提问Do you like our world? Why? Why not? 学生自由表达自己的观点。

Step 2 老师播放录音，学生整体感知歌曲内容。

Step 3 学生听第一段录音，理解歌曲内容，并在图片的帮助下学习poverty，sorrow, grown-up。

Step 4 学生听录音，学唱第一段。

Step 5 学生听第二、三段录音，学唱歌曲，理解句意。

Step 6 老师播放录音，学生完整跟唱歌曲。

Step 7 学生小组内操练歌曲，老师选出2-3组在全班表演，并给予积极的评价。

Step 8 学生听5b的录音，跟读句子。

5a录音稿: We are the children of this world We’re the children of this world. We’re the grown-ups of tomorrow. Let’s make the world a better place Without poverty and sorrow. Why don＇t you stop the wars And build more schools? How can we learn To live together? We want to listen To each other. We want to live In peace forever. We’re the children of this world. We’re the grown-ups of tomorrow. Let＇s make the world a better place Without poverty and sorrow. 5b录音稿: 1. Why don’t you stop the wars and build more schools? 2. We want to listen to each other. 3. We want to live in peace forever. Groupwork小组活动 Step 1 老师引导学生在画泡中句型的提示下谈谈自己的情况，并鼓励学生适当进行拓展。

Step 2 学生小组内操练，老师巡视并给予指导。

Step 3 老师选出2-3名学生在全班展示，并给予积极的评价。

补充资源 累西腓（Recife)位于大西洋沿岸，是伯南布哥州的首府，巴西东北部最大的城市。

累西腓有近500年的历史，自古就是巴西对外交流的窗口。累西腓还是2014年巴西世界杯的主办城市之一。

图库曼（Tucuman)是阿根廷西北部的一个省，为全国人口密度最高的省。其首府是图库曼城，它是阿根廷第五大城市，也是阿根廷北部最重要的城市。

补充练习答案 1. Mark: His lessons on TV start at nine. Once a month, his teacher comes to the farm and studies with him. His horse is called Sprinter. Samshaad: She lives in India. She helps her mother in the garden. In her class there are fifty-two children. Jimmy: He is American. In the afternoon he always plays soccer. He gets up at half past seven. Lena: She lives in Ghana. She sells bananas in the street. One day she wants to have her own little shop. Revision1 教学设计 一、教学目标 5. 能听懂、读懂关于学校与课程、城市、节日等话题的信息。

6. 复习并巩固第1-3单元的内容。

7. 练习并熟悉一些常见习语的搭配。

二、教学建议 1. Discuss questions about school in groups.谈一谈。

Step 1 老师通过提问Which school do you go to? Which class are you in? 与学生自由交谈，复习有关school life的相关内容。

Step 2学生打开课本到第26页，根据课本的10个问题开展两人小组活动，并仿照方框里的文本谈论自己的校园生活。

Step 3老师选出2-3组进行展示，并给予适时指导和评价。

2．Read the words. Then circle in matching colours.读一读，圈一圈。

Step l 全班进行头脑风暴游戏：如老师说出subject，学生说出相关科目单词，以此类推。

Step 2学生打开课本到第26页，观察题目，弄清题意，完成练习。

Step 3师生共同核对答案，并请做对的同学说出理由。

答案: subject: Art, Maths, Science, PE, Music places: capital, cinema, classroom, museum, train station, supermarket festivals: Christmas, Halloween, Thanksgiving, Spring Festival food: fish, potato, vegetable, sweets, corn numbers: third, first, second, fourth 3a. Find their favourite days.找一找。

3b. Answer the questions.答一答。

Step 1老师呈现一张班级课程表，学生通过回答What subjects do we have on Monday? What’s your favorite subject? Why...? 复习有关课程的相关内容。

Step 2 学生打开课本到第27页，自主阅读，根据小朋友的描述，找出他们最喜欢的一天。

Step 3 师生共同核对答案，并请做对的学生说出理由。

Step 4 学生大声朗读周一至周五的课程表，然后开展二人小组活动，完成3b练习，老师适时给予指导和评价。

3a答案：
Claire: Friday Frank: Wednesday Bob: Monday Diana: Tuesday 4a. Listen and read. Then number the pictures.听一听，读一读，标序号。

4b. Fill in the place names.写地名。

Step l 学生打开课本到第28页，仔细观察4a的地图，老师播放录音，学生初步感知对话。

Step 2 学生自主阅读对话，根据关键信息找到对应的图片并标上序号。

Step 3 师生共同核对答案，并请做对的同学说出理由。

Step 4 学生根据图片和对话写出相应的单词,完成4b的练习，全班核对答案。

4a录音稿：
1. — Excuse me, where’s the park, please? — Go straight ahead. 2. — Excuse me, where’s the police station? — Take the first right. 3. — Excuse me, where’s the supermarket? — Go ahead. Then take the second left. 4. — Excuse me, where＇s the cinema? — Go straight ahead. Take the third right. 5. — Excuse me, where’s the No. 1 Hospital? —Take the first left. 6. — Excuse me, where＇s the museum? — Go straight ahead. Then take the second right. 4a答案: 5 4 3 2 1 6 4b答案：
hospital, supermarket, park, cinema, police station, museum 5. What’s wrong? Correct the sentences and write them in your notebook.找一找，改错误，写一写。

Step l 学生打开课本到第29页，自主阅读6个句子。

Step 2 找出每句中错误的地方，做上记号并改正，师生共同核对答案，选出做对的同学说出理由。

Step 3 学生大声朗读正确的句子，并写在笔记本上。

答案: 1. The Mid-Autumn Festival is always in lunar August. 2. The moon is full and bright at Mid-Autumn Festival. 3. Thanksgiving is the fourth Thursday in November. 4. People usually eat a big dinner at Thanksgiving. 5. On 31st October, children in Britain and the USA dress up as witches, monsters or ghosts and go from house to house. 6. Most people give the children chocolates or sweets at Halloween. 6. Read and tick True or False.读一读，勾一勾。

Step l 学生打开课本到第29页，自由朗读短文，了解文章大意。

Step 2 学生根据5个问题，再次阅读短文，找出相关信息，完成练习，进一步理解短文内容。

Step 3 师生共同核对答案，选出做对的同学说出理由。

Step 4 老师播放录音，学生逐句跟读，然后采用不同形式朗读短文，如全班读、分组读、自由读等。

录音稿：
Sydney is not the capital of Australia, but it is the biggest city of the country. It is also the most beautiful city in Australia. It has got lots of interesting places to visit. Sydney Opera House is the most popular. Sydney is famous for this opera house and the 2000 Summer Olympic Games. 答案：
1. True 2.False 3. True 4. False 5. True 7a. Listen to the six questions. Then number the answers.听一听，标序号。

7b. Listen and check. Then read.听一听，核答案，读一读。

Step l 学生打开课本到第30页，自主阅读6个句子，在老师引导下，初步预测6个问题。

Step 2 老师播放录音数遍，要求学生完成7a的练习，并给予听力指导。

Step 3 老师再次播放录音，学生自查，然后全班核对答案，并请做对的同学说出理由。

Step 4 学生分小组活动，两人一组，朗读6个句子，老师给予适时指导。

7a录音稿：
Question 1: Which city is the biggest in China? Question 2: Which city is the capital of the UK? Question 3: Where is London? Question 4: What do people usually eat at Thanksgiving? Question 5: Where will the children go and visit in London? Question 6: What are the people from the ship doing? 7b录音稿: 1. Shanghai is the biggest city in China. 2. London is the capital of the UK. 3. It is in the south of England. 4. They usually eat turkey, sweet potatoes and other vegetables. 5. They will go and visit Tower Bridge and the London Eye. 6. They are looking for a new home. 答案：
2 5 1 4 3 6 8. Tick the words which go together. Then read all the expressions.勾一勾，读一读。

Step l 学生打开课本到第30页，仔细观察表格，弄清题意。

Step 2 学生仿照例子完成表格，师生共同核对答案，然后全班朗读表格中的短语。

Step 3 老师示范，如listen to English/the radio，以此类推，引导学生说出更多的动词短语。

答案：get on the bike; get off the bike; drink milk; eat potatoes 9a. Listen and read Xiao Yu’s composition. 听一听，读一读。

9b. Read again and then answer the questions. 读一读，答一答。

Step l 老师播放录音，学生通过回答问题What is the passage about? 初步了解文章大意。

Step 2 老师呈现9a的两幅图片，引导学生说出两幅图的不同之处。

Step 3 学生打开课本到第31页，带着9b中的4个问题自主阅读短文，完成练习。

Step 4 全班核对答案，并请做对的同学说出理由。

Step 5 老师再次播放录音，学生逐句跟读，然后采取不同形式朗读文章，如全班 读、分小组读等。

Step 6 学生在老师的引导下，尝试描述Today’s Wuhan和Yesterday’s Wuhan或其他城市，并选出若干学生进行展示，老师给予指导和评价。

9a录音稿：
I live in Shenzhen, a city by the sea. It is clean and beautiful. It is also a busy city. There are many tall buildings in the city. Kingkey 100 is the tallest. It is over 440 metres high. I love my home city! But more than 30 years ago, it was a very small town. There were only some small shops in the streets. There were not any tall buildings. Most people were fishermen. Life was hard at that time. 答案：
1. Yes, it is. 2. Yes, there are. 3. No, it wasn’t. 4. No, there weren’t. Revision2教学设计 一、教学目标 1. 复习有关身体部位的单词。

2. 能听懂、读懂关于accidents, animals in danger, children of our world等话题的信息。

3. 能读懂简单的英语海报，判断句子的正误，并尝试制作海报传达信息。

4. 能看懂常见的标志牌，并与相应的英语表达正确配对。

5. 运用句子Don’t …提醒、劝告别人遵守各种规则。

6. 复习形容词比较级。

二、教学建议 1. Listen and tick. Find the missing words.听一听，勾一勾，找一找。

Step l 老师借助自己和学生的身体，复习身体部位名称。

Step 2学生打开课本到第50页，在图片的提示下，进一步复习身体部位的英文名称。

Step 3老师播放录音，学生独立完成听音打钩的练习。

Step 4师生共同核对答案。

Step 5学生根据录音，在图片中找出所缺单词，并用句子The missing words are.. 说出答案。

Step 6学生将所缺单词mouth, face, hand写在图中人物相应的身体部位。

录音稿：
hair arm stomach head leg toe foot eye nose elbow knee shoulder 答案：
mouth, face, hand 2a. Listen and tick.听一听，勾一勾。

2b. Listen again and fill in the numbers. Then read.听一听，写数字，读一读。

Step l老师播放录音，学生初步感知录音内容，可以利用课件或图片，呈现短文中的一些关键信息，帮助学生理解短文内容，如by bike, in Great Street, broke the right arm, the hospital next to the school等，但老师不作任何讲解。

Step 2学生在初步感知录音内容的基础上，打开课本到第51页，在老师的指导下快速理解问题。

Step 3 老师再次播放录音，学生根据录音内容独立完成练习，勾出正确答案。师生共同核对答案。

Step 4 学生快速浏览2b中的句子，根据录音内容给句子标上序号。师生共同核对答案。

Step 5学生听录音跟读。

录音稿：
This coming Xiaogang went to work by bike. But he didn’t keep to the rules. He rode on the left of the street. So he had an accident in Great Street. He fell off his bike and broke his right arm. The police took him to the hospital next to our school. 2a答案：
1. In Great Street. 2. A bike accident. 3. He broke his right arm. 4. Beside our school. 2b答案：
3 5 1 6 2 4 3. Think and match. Then read and keep to the rules.想一想，连一连，读一读，守规则。

Step 1 老师利用课件或图片创设一些情境，帮助学生认识一些交通标志，并理解和学说一些关于交通规则的短语和句子，如：Stop and wait when the light is red.等。

Step 2 学生打开课本到第51页，阅读句子并根据交通规则将左右两边的句子连线。

Step 3 师生共同核对答案。

Step 4 学生大声朗读句子。

Step 5 老师引导学生进一步交流，谈谈自己知道的交通规则。

答案：
4a. Listen and read. Colour the frames.听一听，读一读，涂一涂。

First look, Stop and wait Ride your bike on the right of the street. then cross the street. when the light is red. 4b. Read and fill in the names of the animals. 读一读，填一填。

4c. Fill in bigger than or smaller than. Then read. 填一填，读一读。

Step 1 学生打开课本到第52页，观察图片，正确说出三种动物的名称：cat, panda, rabbit，并尝试用所学的语言描述动物，在这个过程中，老师不要纠正学生语言表达中的错误，应给予学生积极的评价。

Step 2 老师播放录音，让学生初步感知录音内容，可以要求学生简单复述所听到的信息。

Step 3 老师分段播放录音，学生猜测: What animal is it? Step 4 学生阅读三段文字，判断它们分别描述的是哪种动物，并根据文字下地图颜色给相应动物的图片边框涂色。

Step 5 师生共同核对答案。

Step 6学生大声朗读三段文字。

Step 7通过游戏和活动，老师帮助学生进一步熟悉以上二种动物的描述，如：
Listen and guess.老师说出：It lives in China. It eats bamboo.学生迅速说出动物：panda。

Step 8 学生阅读4b的句子，填写动物名称。

Step 9 师生共同核对答案，学生大声朗读句子。

Step 10 老师设计活动，帮助学生复习比较级的表达：bigger than，smaller than, the biggest等，如判断句子正误：The panda is bigger than the rabbit. ( T ) The polar bear is smaller than the panda. ( F )等。

Step 11 学生独立完成4c的填空练习。

Step 12 师生共同核对答案，学生大声朗读句子。

4a录音稿：
It’s black and white. It eats bamboo. It＇s smaller than the polar bear. It lives in China. It has got two long ears and a small mouth. It eats grass, and it eats vegetables, too. It runs fast. It has got bright eyes. It can see in the night. Its favourite food is fish. It likes eating mice, too. Many people keep them as pets. 4a答案：
cat: 蓝色边框 panda: 绿色边框 rabbit: 黄色边框 4b答案：
1. panda 2. cat 3. rabbit 4c答案：
1. smaller than 2. bigger than 3. smaller than 4. bigger than 5. Can you find the two hidden animals? Write the first letter of each word.找一找，写一写。

Step l 学生打开课本到第53页，根据图片在横线上写出单词。

Step 2学生将每个单词的第一个字找出来，比一比看谁最快找到隐藏的动物单词tiger, horse。

答案: tea, ice cream, green, egg, run, hair, open, ruler, schoolbag, ear, tiger, horse 6. Listen and read.听一听，读一读。

Step l 老师播放录音，学生初步感知对话。

Step 2 学生打开课本到第53页，自读对话，尝试根据短文内容提问，如：Who’s the girl? Where is she from? How old is she? 等，师生核对答案。

Step 3 老师再次播放录音，学生跟读。

Step 4 学生两人一组，分角色朗读对话。

Step 5 老师鼓励学生用简单的句子，表达读后的感受。

录音稿：
A: Who’s the girl in the picture? B: She’s Lena. A: Lena looks lovely. Is she an American girl? B: No, she isn’t. She’s from Africa. She’s thirteen. A: Oh, she’s as old as me. B: Yes, but she can’t go to school like you. Her family is very poor, so she has to work every day. A: She is only thirteen, and has to work? What does she do then? B: She gets up at 5 o ’clock in the morning and starts working with her father. Then she rides into town and sells fruit in the streets. A: Poor Lena! I think she wants to go to school very much! B: Yes, she often dreams of studying at school! And she＇s got another dream. A: What is it? B: She wants to have her own little shop one day. 7. Fill in the words in their correct forms. Then tell your partner the reasons. 填一填，说一说。

Step 1 学生读句子，将单词的正确形式填写在横线上。

Step 2 师生共同核对答案，复习一般现在时的动词变化形式。

Step 3 学生根据句子内容相互提问，并进行展示。

答案：
1.like, likes 2. goes, go 3. study, studies 8a. Listen and read the texts of 4a, Unit 6. 听听，读读。

8b. Read out the questions loud. 读一读。

Step l老师播放录音，学生边听边跟读课文。

Step 2学生扮演Samshaad, Lena, Mark或Jimmy，老师运用8b的问句向学生提问：What’s your name? How old are you? Where are you from? When do you get up? What do you often do? What is your dream? Step 3学生开展小组活动，用以上问句进行对话交流。老师选出2-3组进行表演。

8a录音稿：
Samshaad is twelve. She lives in India. She gets up at six o ’clock in the morning. Then she helps her mother in the garden behind their house. She also feeds the chickens. At eight o’clock she walks to school. In her class there are fifty-two children. Samshaad loves learning. She wants to have a good job when she is older, so school is very important for her. There is no bookshop or library near Samshaad’s home, so her books are precious things. Lena is from Ghana in Africa. She is thirteen. She gets up at five o’clock. Then she starts working with her father. At half past seven Lena gets on her bike. She rides into town. She sells mangoes and bananas in the streets. Sometimes older boys take her fruit and run away. Then Lena is very unhappy. Her family needs the money. Lena has a dream. One day she wants to have her own little shop. Mark is from Western Australia. He is twelve. He lives on a farm. The nearest town is 400 kilometres away, so Mark cannot go to school Every morning, he gets up at eight o’clock. His lessons on TV start at nine. Mark learns the same thin as the children in town. Once a month, his teacher comes to the farm and studies with him. Mark helps his father a lot on the farm. Mark has his own horse called Sprinter. In the afternoon he often rides around the farm. He loves his horse very much. Jimmy is twelve. He is American. He lives in Honolulu, Hawaii. His parents came to Hawaii from China fourteen years ago. Jimmy was born in Hawaii. He gets up at half past seven. School starts at nine. He goes to school by bus. In the afternoon he always plays soccer. He is in the boys’ team at his school. Jimmy dreams of playing in the American national team one day. His most precious thing is a football with the signature of a famous American player. 9. Match the sentences. Fill in the numbers.连一连，写一写。

Step l 学生阅读句子，独立完成练习。

Step 2师生共同核对答案。

Step 3学生大声朗读句子。

Step 4学生仿照此部分内容，用precious造句。

答案：
4 5 7 1 6 2 3 10. Listen and read. Talk with your friends about how you can help save the animal.听一听，读一读，说一说。

Step l老师播放录音，学生在文中找到并圈出图片上动物的名称，并学说单词snow leopard。

Step 2学生阅读全文，画出以下问题的答案：
1. Where do they live? 2. Why do people kill them? Step 3老师播放录音，学生跟读。

Step 4 学生分小组讨论：How can we help save snow leopards? Step 5老师选出2-3人在班里阐述自己的观点，并给予积极的评价。

录音稿：
It is very difficult to see snow leopards. They live up in the mountains of the Himalayas. The snow leopard has beautiful fur. There is one big problem: people kill snow leopards. They want to get the beautiful fur and sell it.  11. Read the two posters. Then tick or cross.读一读，判断正误。

Step l 学生阅读两张海报，独立完成判断练习。

Step 2 师生共同核对答案。

Step 3 学生分小组制作海报，老师巡视并加以指导。

Step 4 老师可将学生制作好的海报贴在教室进行展示，学生进行介绍，老师应给予积极的评价。

答案：
1. ××√ 2. √ √ × 12. Read the signs. Then match.读一读，连一连。

Groupwork 小组活动 Step l学生观察标志牌并阅读句子，独立完成配对练习。

Step 2师生共同核对答案。

Step 3学生大声朗读句子。

Step 4学生分小组讨论：面对下列几种情况时，我们应该对他们说什么？并引导学生用Don’t...进行表述。

Step 5老师挑选2-3人在全班谈论，并给予及时的评价。

答案：
1. Don’t swim here. 2. Don’t turn left. 3. Don’t use your mobile phone here. 4. Don’t walk this way. 5. Don’t enter.

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